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9TH GRADE ELA Week of: MAY 11TH WICHITA PUBLIC SCHOOLS 9th, 10th, 11th and 12th Grades Your child should spend up to 90 minutes over the course of each day on this packet. Consider other family-friendly activities during the day such as: Learn how to do laundry. Create a cartoon image Make a bucket list of Look up riddles to Wash the laundry, of your family. things to do after the solve with someone fold and put the quarantine is over with in your family. laundry away. your family. Mindful Minute: Write Do a random act of Teach someone in your Put together a puzzle down what a typical day kindness for someone in family to play one of your with your family. was like pre-quarantine your house. video games. and during quarantine. How have things changed? *All activities are optional. Parents/Guardians please practice responsibility, safety, and supervision. For students with an Individualized Education Program (IEP) who need additional support, Parents/Guardians can refer to the Specialized Instruction and Supports webpage, contact their child’s IEP manager, and/or speak to the special education provider when you are contacted by them. Contact the IEP manager by emailing them directly or by contacting the school. The Specialized Instruction and Supports webpage can be accessed by clicking HERE or by navigating in a web browser to https://www.usd259.org/Page/17540 WICHITA PUBLIC SCHOOLS CONTINUOUS LEARNING HOTLINE AVAILABLE 316-973-4443 MARCH 30 – MAY 21, 2020 MONDAY – FRIDAY 11:00 AM – 1:00 PM ONLY For Multilingual Education Services (MES) support, please call (316) 866-8000 (Spanish and Proprio) or (316) 866-8003 (Vietnamese). The Wichita Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, gender identity, sexual orientation, disability, age, veteran status or other legally protected classifications in its programs and activities. Grade 9 English Language Arts: May 11-May 15, 2020 th Hello Parents and 9 ​ Graders, ​ Here is a review of content previously taught this school year. This learning opportunity will strengthen your language arts skills. There are several opportunities for students to read, write and think about text within the following work provided. Week 7: May 11-May 15 Pages 774-787 including IL1-IL 20 Day 1:774-780 Day 2: 781-787 Day 3:IL1-IL7 Day 4:IL8-IL15 Day 5:IL16-IL20 ​ ​ ​ ​ ​ ​ ​ ​ ​ Siphon_-/ˈ​sīfən/​ Discredit- /disˈ​kredət/​ Reproach - /rəˈ​prōCH ​ ​ ​ ​ ​ ​ ​ ​ Draw off or transfer liguid, To harm the good reputation of To express sharp disapproval or especially illegally or unfairly someone or something. criticism Miniscule-/minˈəs​ˌ​kyool/͞ Apocalypse-/əˈ​päkəˌ​lips/ Proliferation-/prəˌ​lifəˈ​rāSH(ə)n/​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Extremely small; tiny An event involving destruction or Rapid increase in numbers damage on a catastrophic scale. ● For read aloud accommodations and specialized instructional support please contact your child’s teacher. MAKING MEANING Comparing Media to Text So far, you have been presented with one view of the 1938 “War of the Worlds” broadcast. As you read this next selection, you will consider whether HTQO RADIOLAB: THE MYTH OF THE WAR WAR OF THE WORLDS there was more to the “War of the Worlds” OF THE WORLDS PANIC broadcast than people have been led to believe. About the Authors Jefferson Pooley (b. 1976) The Myth of the is the chairman of the Media and Communications 9CT|QH|VJG|9QTNFU Panic department at Muhlenberg Concept Vocabulary College in Allentown, As you perform your first read of the article, you will encounter these words. Pennsylvania. He has written widely on consumer culture, sensationalized apocryphal salient as well as on the impact of social media on culture. Context Clues To infer the meaning of unfamiliar words, analyze how they Michael J. Socolow are used within their context. Consider this line from the selection. (b. 1969) is a media historian who specializes in the So the papers seized the opportunity presented by Welles’ analysis of the first radio program to discredit radio as a source of news. networks that arose in America during the 1920s r The word discredit is used as a verb and consists of the prefix and 1930s. Socolow is dis-, meaning “not,” plus the root word credit, meaning “to especially interested in how acknowledge or praise.” the early radio networks r Since the newspapers were upset that radio had siphoned off ad gained control of popular revenues, it makes sense that discredit means “to insult or dishonor.” media and what they did with their control once they obtained it. First Read NONFICTION Apply these strategies as you conduct your first read. You will have an opportunity to complete a close read after your first read. NOTICE the general ideas of ANNOTATE by marking the text. What is it about? vocabulary and key passages Who is involved? you want to revisit. STANDARDS CONNECT ideas within RESPOND by completing Reading Informational Text the selection to what you the Comprehension Check. By the end of grade 9, read and already know and what you comprehend literary nonfiction in have already read. the grades 9–10 text complexity All rights reserved. or its affiliates. Inc., Education, © Pearson band proficiently, with scaffolding as needed at the high end of the range. Language Use context as a clue to the meaning of a word or phrase. 774 70+6r914.&o5'0& MAGAZINE ARTICLE The Myth of the War of the Worlds Panic Jefferson Pooley and Michael J. Socolow BACKGROUND H. G. Wells’s sensational 1898 novel The War of the Worlds was one of the SCAN FOR MULTIMEDIA first to depict a Martian invasion of Earth. In 1938, director and actor Orson Welles adapted the novel into a radio play, which was produced to sound like an actual news broadcast instead of a work of fiction. The popular legend is that when the program first aired, many listeners believed a real alien invasion was happening, causing mass panic. 1 ow did the story of panicked listeners begin? Blame America’s H newspapers. Radio had siphoned off advertising revenue NOTES from print during the Depression,1 badly damaging the newspaper Mark context clues or indicate industry. So the papers seized the opportunity presented by Welles’ another strategy you used that program to discredit radio as a source of news. The newspaper helped you determine meaning. industry sensationalized the panic to prove to advertisers, and sensationalized (sehn SAY © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson shuh nuh lyzd) regulators, that radio management was irresponsible and not to be v. trusted. In an editorial titled “Terror by Radio,” the New York Times MEANING: 1. the Depression period of economic downturn in the United States that lasted from 1929 through the 1930s. The Myth of the War of the Worlds Panic 775 reproached “radio officials” for approving the interweaving of NOTES “blood-curdling fiction” with news flashes “offered in exactly the manner that real news would have been given.” Warned Editor and Publisher, the newspaper industry’s trade journal, “The nation as a whole continues to face the danger of incomplete, misunderstood news over a medium which has yet to prove . that it is competent to perform the news job.” 2 The contrast between how newspaper journalists experienced the supposed panic, and what they reported, could be stark. In 1954, Ben Gross, the New York Daily News’ radio editor, published a memoir in which he recalled the streets of Manhattan being deserted as his taxi sped to CBS headquarters just as War of the Worlds was ending. Mark context clues or indicate another strategy you used that Yet that observation failed to stop the Daily News from splashing the helped you determine meaning. panic story across the cover a few hours later. apocryphal 3 From these initial newspaper items on Oct. 31, 1938, the apocryphal (uh POK ruh fuhl) adj. apocalypse only grew in the retelling. A curious (but predictable) MEANING: phenomenon occurred: As the show receded in time and became more infamous, more and more people claimed to have heard it. As weeks, months, and years passed, the audience’s size swelled to such an extent that you might actually believe most of America was tuned to CBS that night. But that was hardly the case. 4 Far fewer people heard the broadcast—and fewer still panicked— than most people believe today. How do we know? The night the program aired, the C. E. Hooper ratings service telephoned 5,000 households for its national ratings survey. “To what program are you listening?” the service asked respondents. Only 2 percent answered a radio “play” or “the Orson Welles program,” or something similar indicating CBS. None said a “news broadcast,” according to a summary published in Broadcasting. In other words, 98 percent of those surveyed were listening to something else, or nothing at all, on Oct. 30, 1938. This miniscule rating is not surprising. Welles’ program was scheduled against one of the most popular national programs at the time—ventriloquist Edgar Bergen’s Chase and Sanborn Hour, a comedy-variety show. 5 The new PBS documentary allows that, “of the tens of millions of Americans listening to their radios that Sunday evening, few were tuned to the War of the Worlds” when it began, due to Bergen’s popularity. But the documentary’s script goes on to claim that “millions of listeners began twirling the dial” when the opening comedy routine on the Chase and Sanborn Hour gave way to a musical interlude. “Just at that moment thousands, hundreds, we don’t how many listeners, started to dial-surf, where they landed on the Mercury Theatre on the Air,”2 explained Radiolab this weekend.

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